Nerve Experiment Packet 0714

Name: ________________________________ Grade and Section:__________ Score:________
Objectives (Activity 1) Nerve Experiment

1. Students will investigate the action of their nervous system.
Materials
• 1 ruler with centimeters
• 1 Pen/pencil
• Paper clip/ hair clip (any pointed object) Note: Please be
careful and make sure not to hurt your partner.
Procedures
Step 1: Open your paper clip. Spread the ends and use the ruler to measure the distance between them.
Adjust them until they are exactly 4cm apart.
Step 2: Touch both ends of the paper clip to your finger tip. A gentle touch is all that is required. If you feel both
ends, write a “2” in the first square in the chart as shown in the example above. If you only feel one
paper clip end, that means both ends of the paper clip are touching the same neuron. If this happens,
write a “1” in the appropriate square in your table.
Step 3: Repeat this on your upper arm and back, and record your results in your table. (Hint: If you have a hard
time reaching your back, ask a partner for help.)
Step 4: Using your ruler, push the paper clip ends 1/2 centimeter closer together. Repeat steps 2 and 3,
bringing the paper clip ends closer each time until they are touching.
Distance between paperclip ends Fingertip Upper arm Back
4 cm
3.5 cm
3 cm
2.5 cm
2 cm
1.5cm
1 cm
.5 cm
ends touching
Analysis and Conclusions:

1. Which part of the body was least sensitive?
2. Which part of the body is most sensitive? Why do you think that is?
3. Was your hypothesis supported? Why or why not? Use your data to explain your answer.
4. What further questions does this experiment raise, and what could you do to investigate the answers to those
questions?
Explain which part of your body (fingertip, arm or shoulder) will be most sensitive and explain why:
If
then __________________________________________________________________________________________
because________________________________________________________________________________________.
Teaching
Tips
It is often a challenge to add a human anatomy and physiology activity to the classroom that is easy to im-
plement and inexpensive. I have used this experiment with students to test the sensitivity of nerves located
in different parts of the body.
Tips for Classroom Implementation

Time required: As little as 20 minutes if the concept has already been introduced and the data table is sup-
plied.
Classroom set up: Supply one paper clip per student and at least one ruler per table. (Students can share
rulers.) Students should record their own data.
Tips
• This is an easy experiment for students to perform individually, but most students prefer help from a
partner. If done in partners, warn students to poke gently. The first time I did this experiment, one of my
students ended up with a bloody nose from an ill placed paperclip poke (and I teach high school stu-
dents). Ever since then, I have warned students. They scoff and roll their eyes, but there haven’t been
any more injuries.
• Certain students may insist they feel two points even when only one point is used. For these students,
working with a partner may work best so they can concentrate on what they feel rather than what they
are doing. Sharing data as a class will also help these students relate what they feel to what everyone
else experienced.
Extensions
• More advanced students should be able to produce the data table on their own without the pdf
printout or instructions.
• Have students write a formal hypothesis explaining their reasoning and conclusion explaining their
data and why it either supported or did not support their initial hypothesis.
• This experiment could lead to follow up questions or experiments giving the students the
opportunity to design and implement their own experiment. Examples include testing which finger is
most sensitive, comparisons to other parts of the body including feet or toes, or reactions to hot and
cold.
Objectives
2. Students will investigate the action of their nervous system.
3. Students will collect and compare data from three different parts of the body.
4. Students will interpret data and form conclusions.
A Nervous Experiment Packet | http://askabiologist.asu.edu/experiments/nerves | Ask A Biologist 4

Arizona Science Standards
Strand 1: Inquiry Process

Concept 1:
K-4 Observations, Questions, and Hypotheses Observe, ask questions, and make predictions.
5-8 Observations, Questions, and Hypotheses Formulate predictions, questions, or hypotheses
based on observations. Locate appropriate resources.
HS Observations, Questions, and Hypotheses Formulate predictions, questions, or hypotheses

based on observations. Evaluate appropriate resources.
Concept 2:
K-4 Scientific Testing (Investigating and Modeling) Participate in planning and conducting investi-
gations, and recording data.
5-8 Scientific Testing (Investigating and Modeling) Design and conduct controlled
investigations. HS Scientific Testing (Investigating and Modeling) Design and conduct
controlled investigations.
Concept 3:
K-4 Analysis and Conclusions Organize and analyze data; compare to predictions.
5-8 Analysis and Conclusions Analyze and interpret data to explain correlations and results; formu-
late new questions.
HS Analysis, Conclusions, and Refinements Evaluate experimental design, analyze data to explain
results and to propose further investigations. Design models.
Strand 4: Life Science

Concept 1:
K-4 Characteristics of Organisms Understand that basic structures in plants and animals serve a
function.
5-8 Structure and Function in Living Systems Understand the relationships between structures
and functions of organisms.
Concept 5:
HS Matter, Energy, and Organization in Living Systems (Including Human Systems) Understand
the organization of living systems, and the role of energy within those systems

Common Core
Standards
Common Core Reading Anchor #3
Analyze how and why individuals, events, or ideas develop and interact over the course of a text.
• RST.6-8.3: “follow precisely multistep procedure when carrying out experiments, taking measurement or
performing technical tasks.”
Follow the procedure written in experiment and record results, repeat procedure for each body part. For
advanced students, design and implement their own procedure, as well as analyze results.
Common Core Writing Anchor #1

Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning
and relevant and sufficient evidence.
• WHST.6-8.1: “…Support claim(s) with logical reasoning and relevant, accurate data and evidence that
demonstrate an understanding of the topic or text, using credible sources…”
Use logical reasoning and relevant evidence from Nervous Journey text and experimental results to deter-
mine if hypotheses were supported.
Common Core Writing Anchor #7

Conduct short as well as more sustained research projects based on focused questions, demonstrating
understanding of the subject under investigation.
• WHST.6-8.7: …answer a question (including self-generated question)…generating additional

related, focused questions that allow for multiple avenues of exploration
• WHST.9-12.7: “…narrow or broaden inquiry when appropriate…”
Follow the procedure written in experiment and record results, repeat procedure for each body part. For
advanced students, design and implement their own procedure, as well as analyze results.

Next Generation Science Standards
Life Sciences Disciplinary Core Idea Standards:

(www.nextgenscience.org - Appendix E)
LS1.A Structure and Function:

• 3-5: organisms have internal and external structures that allow for growth, survival, behavior, and repro-
duction
• 6-8: cells work together to form tissues and organs specialized for body functions
• 9-12: organisms have systems of specialized cells to perform essential functions with feedback mecha-
nisms.
LS1.D Information Processing

• K-2: Animals sense and communication information and respond to inputs
• 3-5: Different sense receptors are specialized for particular kinds of information
• 6-8: Sense receptors transmit signals through nerve cells to the brain, which results in behaviors or mem-
ories
Science and Engineering Practices:

(www.nextgenscience.org - Appendix F)
Asking questions and defining problems (Related to Common Core RST 7, WHST 7)
• 6-8: Ask questions that arise from careful observation, determine independent and dependent variables,
and empirical evidence
• 9-12: Formulate, refine and evaluate empirically testable questions and design problems using models
and simulations
Planning and carrying out investigation (Related to Common Core RST 3)

• 3-5: Conduct investigation with control variables, make predictions about changing variables, and make
observations/measures to produce data to evaluate predictions
• 6-8: Conduct an investigation with multiple variables, collect and evaluate data
Analyzing and interpreting the data (Related to Common Core RST7, RST9)
• K-2: Record and share observations
• 3-5: Introduce quantitative approaches, using multiple trials, represent data in tables or graphs, compare
and contrast data
Constructing Explanations and Designing Solutions (Related to Common Core RST1, RST8)
• K-2: Make observations to construct evidence-based accounts for natural phenomenon
• 3-5: Use evidence in constructing explanations of observed relationships between specific variables

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Name: ________________________________ Grade and Section:__________ Score:________

Objectives (Activity 1) Nerve Experiment

Analysis and Conclusions:

Tips for Classroom Implementation

A Nervous Experiment Packet | http://askabiologist.asu.edu/experiments/nerves | Ask A Biologist 4

Strand 1: Inquiry Process

HS Observations, Questions, and Hypotheses Formulate predictions, questions, or hypotheses

Strand 4: Life Science

A Nervous Experiment Packet | http://askabiologist.asu.edu/experiments/nerves | Ask A Biologist 5

Common Core Writing Anchor #1

Common Core Writing Anchor #7

• WHST.6-8.7: …answer a question (including self-generated question)…generating additional

A Nervous Experiment Packet | http://askabiologist.asu.edu/experiments/nerves | Ask A Biologist 6

Life Sciences Disciplinary Core Idea Standards:

LS1.A Structure and Function:

LS1.D Information Processing

Science and Engineering Practices:

Planning and carrying out investigation (Related to Common Core RST 3)

A Nervous Experiment Packet | http://askabiologist.asu.edu/experiments/nerves | Ask A Biologist 7

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Name: ______________________ Grade and Section: Score: